Research On Primary And Secondary Teacher Training Model In United State Of America

Online training is an important way for teachers to improve their specific teaching abilities and achieve lifelong learning.Online training mode is an activity that combines training objectives,contents,implementation process,evaluation and other factors into a standard style.It is relys on electronic information technology such as the Internet.As a new form of learning,online training is not simply using Internet technology to copy the content of traditional offline training,but an emerging training method based on participants' cognitive level,cognitive ability,learning needs and training preferences.The online training of primary and secondary school teachers in China is not developed in expected way due to the vague training objectives,lack of pertinence in the training contents,the tendency of formalization in the training implementation and the lack of sustainability in the evaluation methods.The online training model of American primary and secondary school teachers is developed in the process of finding and solving problems.Therefore,when faced with similar problems,the experience of the United States can bring some enlightenment to the development of online training model for primary and secondary school teachers in China.From the perspective of system theory,this study regards the online training model of elementary and secondary school teachers in the United States as an independent system,which consists of four sub-systems: goal,content,implementation and evaluation.It is based on the recognition that adult learning is a kind of constructive learning based on self-need,self-drive and self-experience,and the learning content should be related to solving practical problems in adult learners' work and life.Therefore,the theory of adult education becomes the basic theoretical support for the analysis of this study.this dissertation used literature research,case study and comparative research,explored the development processes,reality,characteristics,universalities and reference of the online training model for elementary and secondary school teachers in the United States,and provided feasible suggestions for the development of the online training model for elementary and secondary school teachers in China.The main viewpoints and conclusions of the study are listed as follows:The first chapter traced the history of online training model for primary and secondary school teachers in the United States.Kemp nonlinear model was formed in the United States from the 1940 s to the 1960 s.In the 1970 s and 1980 s,the Smith-Ragan linear model was established;From the 1990 s to the present,the United States has developed a Nieveen hybrid model.At present,online training for primary and secondary school teachers in the United States no longer frames a fixed training model with a single goal or content,but takes Internet technology as the medium to give full play to its "personalization" "immersiveness" and "holographic" advantages.The second chapter explained the theoretical construction and practical operation of Kemp nonlinear model.Kemp Model was mainly based on behaviorism learning theory at the beginning of its release.With the continuous development of society,Kemp Model has been modified for many times and gradually improved.e MSS project,as a case representative of Kemp model,presents a nonlinear implementation way.The program is designed for new teachers who have been working for 1-3 years.The online learning environment is independent and interconnected,and the participating teachers can choose any learning space as needed.The third chapter explained the theoretical construction and practical operation of Smith-Ragan linear model.Smith-Ragan model,as the representative model of the second generation of instructional design,fully considered the cognitive level and characteristics of learners,and designed three teaching strategies on this basis,so as to achieve the purpose of learners' efficient acceptance of knowledge,internalization of knowledge and transfer of knowledge.As a practical application case of the SmithRagan model,the M.E.program of University of the People in America focuses on the design of training strategies,and emphasizes the exploration and application of different teaching strategies by participating teachers during the training implementation process.The fourth chapter explained the theoretical construction and practical operation of Nieveen Mixed Model.Nieveen model with linear and nonlinear characteristics attaches importance to the auxiliary application of computer equipment and electronic information technology in instructional design.Georgia educators to be planned as a real case Nieveen model,is committed to provide different levels of primary and secondary school teachers of junior and senior to prepare such as curriculum,educators to pay attention to the education technology into the implementation of the plan in different stages of the process,and to emphasize in education technology to assist the participation teachers query,study,explore and solve problems and share their experiences.The fifth chapter analyzed the characteristics,universality and references of the online training model of American primary and secondary school teachers,and draws the following conclusions: First,influenced by the Internet thinking,the design of the online training model of American primary and secondary school teachers shows the characteristics of comprehensively analyzing and predicting the needs of participating teachers through big data technology;Second,the design of online training model for primary and secondary school teachers in the United States has always been adhering to the concept that teachers need to grow up in a complete life and professional development.Third,American primary and secondary school teachers' online training attaches importance to situational task-oriented construction of online practice community;Fourthly,state-specific standards for teacher professional development in the United States and the coordination of the government,online training platforms and other organizations guarantee training quality.In addition,American online training programs for primary and secondary school teachers pay attention to the endogenous needs of teachers and the differences in personal development,and pay attention to integrating learning theories such as cognitivism and constructivism into the design of online training programs and platforms,which provides new ideas for the development of online training models for primary and secondary school teachers in China.Chapter Six,based on the exploration of the construction and operation of the online training model for elementary and secondary school teachers in the United States,puts forward four suggestions for the development of the online training model for elementary and secondary school teachers in China.First,using the "holographic" technology to collect comprehensive and multi-dimensional data and design the online training objectives that meet the needs of teachers.Second,focus on the personal life growth and professional development of teachers,and provide customized online training content for participating teachers;Third,we should pay attention to the diversified interaction mothods among participating teachers,training teachers and online training platforms to promote the exchange of experience and knowledge sharing among teachers.Fourth,we should attach importance to the quality of online training programs for primary and secondary school teachers,introduce third-party and microcredential evaluation mechanisms,and cooperate with the government,educational institutions,primary and secondary schools and other organizations to establish online training quality assurance system.